最新全新版大学英语第三册教案教学教材

课程名称：全新版大学英语（第三册）教学目标：1. 培养学生的英语阅读、听力、口语和写作能力。

2. 提高学生的英语语言运用能力，使其能够适应大学英语四、六级考试的要求。

3. 增强学生的跨文化交际意识，拓宽国际视野。

教学对象：大学英语三年级学生教学课时：16课时教学内容：第一单元：Changes in the Way We Live教学目标：1. 理解文章主旨，掌握作者对生活方式变化的看法。

2. 领悟作者在文章中使用的各种写作技巧，如比较与对比、主题句加细节句、过渡词等。

3. 掌握文章中的关键语言点和语法结构。

4. 通过阅读、听力、口语和写作活动，加深对单元主题的理解。

教学过程：第一课时（Pre-reading）1. 导入新课：通过展示生活方式变化的相关图片或视频，激发学生的学习兴趣。

2. 预测：让学生根据图片或视频内容，预测文章可能涉及的主题和内容。

3. 预习：引导学生预习课文，了解文章大意。

第二课时（While-reading Part I）1. 阅读课文，了解文章结构。

2. 分析文章中的写作技巧，如比较与对比、主题句加细节句、过渡词等。

3. 学习文章中的关键语言点和语法结构。

第三课时（While-reading Part II-III）1. 继续阅读课文，加深对文章主题的理解。

2. 分析文章中的写作技巧，如比较与对比、主题句加细节句、过渡词等。

3. 学习文章中的关键语言点和语法结构。

第四课时（Post-reading）1. 比较与对比：引导学生对比文章中提到的不同生活方式，分析其优缺点。

2. 写作：让学生根据文章内容，写一篇关于生活方式变化的短文。

第二单元：Active Reading教学目标：1. 理解文章主旨，掌握作者对大学生活的描述。

2. 学习作者在文章中使用的写作技巧，如情景描写、人物刻画等。

3. 掌握文章中的关键语言点和语法结构。

4. 通过阅读、听力、口语和写作活动，加深对单元主题的理解。

全新版大学英语第三册教案Unit 1 Changes in the Way We LiveSuggested Teaching Plan (5 Periods)ObjectivesStudents will be able to:1.1. grasp the main idea ( tolerance for solitude and energy made itpossible for the writer’s family to enjoy their pleasant but s ometimes harsh country life);2.2. appreciate the various techniques employed by the writer(comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.);3.3. master the key language points and grammatical structures inthe text;4.4. conduct a series of reading, listening, speaking and writingactivities related to the theme of the unit.Pre-reading tasks1.1. T asks Ss the following questions on the song Out in theCountry: (5 minutes)---- What is the song about? (taking a break from city life, escaping from the crowd)---- How is the song related to the theme of this unit? (The singer needs a break because the pace of life has quickened, the environment has been changed, and the old life style is gone.)2.2. 1) Ss divide into three large groups, under each group smallersub-groups may form. Each large group is assigned one of the following discussion topics:---- Why do so many migrant workers (民工) move from the country tothe city?---- Why do city people buy apartments or houses in the suburbs, even in the countryside?---- Why are tours of Zhou Zhuang (周庄), Li Jiang (丽江)or any other old towns so popular? Why are tourists willing to pay to spend a day in a farmer’s house?2) After the discussion, speakers of some sub-groups report to class.3) T may sum up like this: People change their places of living because they look for thingsthat their previous life is unable to provide. However, once life has been changed, they missthe good old days. (20 minutes)3.3. Ss do Cloze B in after-text exercises to learn about Americans’ideal of a country life. Then T leads in to the study of Text A. (10 minutes)While-reading tasks1.T tells Ss how to divide the text into four parts, and that they are tosum up the main idea of each part as they read along (see Text Organization Exercise 1). (2 minutes)2.Ss read the first sentences of Paragraphs 1-3 and sum up the mainidea of this part. (3 minutes)3.T explains language points in this part and gives Ss practice (seeLanguage Study). (15 minutes)4.T explains language points in Part II and gives Ss practice. (seeLanguage Study).(20 minutes)5. Ss re-read Part II and make a summary of each paragraph in it. Twrites down their summaries on the blackboard. Then, based on paragraph summaries, Ss will come up with a summary of Part II. (8 minutes)6. Ss read the first sentences of Paragraphs 8-11 and sum up the mainidea of this part. (3 minutes)7. T explains the language points in this part and gives Ss practice(see Language Study). (20 minutes)8. T explains language points in Part IV and gives Ss practice (seeLanguage Study). (20 minutes)9. Ss find out the two special qualities that make a country life possible. (2 minutes)the Study of Language Points1. get by: be good enough but not very good; manage to live or do thingsin a satisfactory waye.g: My parents managed to get by on a small amount of money.It is a little bit difficult for the old couple to get by on such asmall pension.We can get by with four computers at the moment, but we'llneed a couple more when the new staff members arrive.2. haul: 1) transport, as with a truck, cart, etc.e.g: The farmers haul vegetables to the market on a truck every morning.The rescue team hauled medical supplies and food to the flooded villages.2) pull or drag sth. with effort or forcee.g: A carne had to be used to haul the car out of the stream.Rescue workers hauled passengers out of the crashed train.3. purse: followe.g: After graduation Martin chose to purse the same career as hisfather as a minister.College students are advised to purse a wide range of subjects.Public evening classes allow people to earn a living during theday and purse vocational and intellectual interests in their sparetime.4. get through: come successfully to the ende.g: The local government has taken some measures to ensure thatall the people will get through the winter.She got through the entrance examination and was accepted by the college.5. illustrate: provide with visual features; clarify by use of example, etc.e.g: Let me use another example to illustrate this difficult point.The editor has illustrated the book with black-and-whitephotographs.6. generate: bring into existence, producee.g: The widespread use of Spanish in some American cities hasgenerated a public debate over language use in the country.Space technology has generated thousands of products foreveryday use such as lightweight materials in running shoes. 7. premium: a sum of money that you pay regularly to an insurancecompany for an insurance policye.g: The employers make the employees pay for a large portion oftheir health insurance premium.Some people are complaining that car insurance premiums haveincreased too much this year.8. dine out: eat a meal away from home (usu. in a restaurant)e.g: With the improvement of living standards, more people dine out at weekends.It's my daughter's birthday today, so we're dining out tonight.9. patronize: go to as a customere.g: When he was a student, Sterling often patronized the little restaurant near the school.They no longer patronize the local department store because of its poor service.10. temptation: the feeling of being tempted to do sth. that you knowmight be wrong or harmful; the thing you want to have (uncount or count)e.g: The kids can't resist the temptation of McDonald's.In my view students should resist the temptation to take part-timejobs in their first two years at college.Post-reading tasks1. 1. 1) Ss work in pairs to finish Text Organization Exercise2.Later some of them may report to class.2) T guides Ss through Writing Strategy.3) T urges Ss to use comparison and contrast more effectively in theirown writing. (15 minutes)2. 2. 1) T asks Ss to re-read Paragraph 2 and analyze the relationshipamong its sentences (one topic sentence –―It’s a self-reliant sort of life.‖— followed by three detail sentences).2) Ss re-read the rest of the text to find similar patterns. Then theywould report their findings to class (see Text Analysis).3) T encourages Ss to model their own writing after this pattern. (15minutes)3. 3. T guides Ss through some after-text exercises. (25 minutes)4. 4. T checks on Ss’ home reading. (3 minutes)5. 5. Ss do Part IV: Theme-Related Language Learning Tasks. (1period)6. 6. T asks Ss to prepare for the next unit: (2 minutes)1)1) do the pre-reading task;2)2) preview Text A.Text AnalysisThe author writes his piece in a clear and logical way. In many instances he employs the pattern of ― one topic sentence + several detail sentences‖ structure. It’s easy for readers to grasp the main idea, and it is also proven effective for learner writers like our students.Sometimes the detail sentences run parallel to each other, like those in Paragraph 2. In some other paragraphs the detail sentences have their own hierarchy. Take Paragraph 5 for example. The first sentence tells how busy ―I‖ am. The second sentence states that Sandy, the wife, is also busy. The final sentence is a kind of summary –nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paragraphs 12-13 for another example. The topic sentence therein is ―I suspect not everyone who loves the country would be happy living the way we do. It takes a couple of special qualities.‖ Then there are two sub-topic sentences: ―One is a tolerance for solitude‖; ―The other requirement is energy— a lot of it.‖ Each sub-topic sentence has its own supporting details.Sometimes there is no transitional devices between detail sentences, sometimes there are, the most frequently used one of which is time words or phrases. For example, the detail sentences in Paragraph 4 begin with ―three months ago‖, ―three months from now‖, ―recently‖, and ―later this month‖, respectively. To be sure, other conjunctions scatter the text, like ―first‖- ―then‖ –―then‖ –―eventually‖ in Paragraph 7.Unit 2 Civil Rights HeroesSuggested Teaching Plan (5 periods)ObjectivesStudents will be able to:1.1. understand the main idea (early civil-rights struggles in theU.S., esp. the Underground Railroad);2.2. learn to use library resources and other resources forinformation;3.3. grasp the key language points and grammatical structures in thetext;4.4. conduct a series of reading, listening, speaking and writingactivities related to the theme of the unit.Pre-reading tasks1.1. T asks Ss the following questions on the recording (5 minutes): ---- What are the special contributions of Abraham, John and Martin to the Americans?(They all advocated black civil rights.)---- How did they die? (They were all assassinated.)2.2. Knowledge of American geography1)1) T brings a map of the USA to class, hangs it in the front ofthe classroom.2)2) T explains that the USA was divided after the Abolition Act(废除黑奴制法案): the Northern States supported it, while theSouthern States disapproved of it.3)3) T circles out the Southern States ((Alabama, Arkansas,Florida, Georgia, Louisiana, Mississippi, North Carolina, SouthCarolina, Tennessee, Texas, and Virginia) and the Deep Southstates (Alabama, Florida, Georgia, Louisiana, and Mississippi) onthe map.4)4) Ss scan the text to find out all place names (Dresden Ontario,Ripley Ohio, Ohio River, Kentucky, North Carolina, New PortIndiana, Maryland, Cincinnati, Buffalo N.Y., Niagara River) andlocate them on the map. T may invite Ss to come up to the mapand trace the Hensons’ escape route (i.e., the last section of the text) on it. (10 minutes)3.3. Knowledge of Christianity1)1) T explains that, for historical reasons, many black slavesbelieved in Christianity, like Uncle Tom in Uncle Tom’s Cabin.Therefore, in black writings there are frequent references toChristianity.2)2) T writes down the following vocabulary items on theblackboard: the Creator, an African American Moses, Quaker,Bible, Methodist minister, Bethlehem, salvation.3)3) Ss self-study their meanings by reading the New Wordsand Expressions and Proper Names sections following the text.4)4) T check Ss understanding and, if necessary, give furtherguidance (see Text Analysis). (10 minutes)4.4. Out-of- class research projects: T guides Ss through WritingStrategy, then tells them to form groups to research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes)5.5. Ss do Cloze B to get a better understanding of the UndergroundRailroad. (15 minutes)While-reading tasks1.1. Ss scan the text to see if there is any natural division betweenparts of the text. (There is a blank line between each part.) (2 minutes) 2.2. T explains the key language points in Part I and gives Sspractice (See Language Study). (10 minutes)3.3. Ss sum up the main idea of this part (see Text OrganizationExercise 1), then identify the sentence which connects this part with the following parts (Last sentence in Paragraph 5 –―I was intent on telling their stories.‖) (3 minutes)4.4. T explains the key language points in Part II and gives Sspractice (see Language Study). (15 minutes)5.5. Ss sum up the main idea of this part (see Text OrganizationExercise 2). (3 minutes)6.6. T explains the key language points in Part III and gives Sspractice (see Language Study). (15 minutes)7.7. Ss sum up the main idea of this part (see Text OrganizationExercise 2). (3 minutes)8.8. T explains the key language points in Part IV and gives Sspractice (see Language Study). (15 minutes)9.9. Ss sum up the main idea of this part (see Text OrganizationExercise 2). (3 minutes)10.10. T make Ss realize that the last three parts are all ―stories‖supporting Part I. (2 minutes)11.11. T draws Ss attention to the two different usages of ―but‖ in thetext –―There was room for all but two‖ and ―Josiah Henson is but one nam e on a long list.‖ Ss then do after-text Exercise II. Words with Multiple Meanings. (15 minutes)Language Study1. slender: (of people) slim; not very wide but comparatively long or highe.g: Although her face was quite plain, she had long, slenderexpressive hands, like a concert pianist.King crabs have long, slender legs, with a span over 1 meter (3 feet).2. confident: feeling or showing trust in oneself or one's ability(usu.followed by about/of/that clause)e.g: Michael was confident that he would be enrolled by Harvard University.The more familiar you are with this machine, the moreconfident you will be about using it.The soccer team is quite confident of being able to win this important game.3. ironically: it seems ironic (that)e.g: Ironically the widespread use of antibiotics seems to be causinga lot of unexpected health problems.Ironically it is often the poorer people who give the most.4. forge: (fig) create by means of much hard worke.g: The two countries agreed to forge closer economic ties.She forged a new career for herself as a singer.5. be intent on doing sth.: be eager and determined to do sth.e.g: Working day and night, Janet seems intent on breaking therecord in the Guinness Book of Records.6. peer: look closely or carefully, esp. as if unable to see well (followed by at/through/into, etc.)e.g: Stephen had been peering at a computer printout that made no sense at all.Hawking was a typical grind, underweight and awkward andpeering through eye-glasses.7. capture: capturing or being capturede.g: Rebel forces captured the city after a week-long battle.Some of the terrorists who were involved in the 9.11 event were captured by the FBI.8. religious: of religione.g: Daoism (Taoism) is one of the three main religious andphilosophical traditions, the other being Confucianism andBuddhism.The local government wants to increase the amount of religious education in schools.9. impose: 1) place a (penalty, tax, etc.) officially on sb./sth.e.g: The government has made a decision to impose a further tax on wines and spirits.The local government tried to impose fines on the factorieswhich poured untreated waste into the river.2) try to make sb. accept (an opinion or belief)e.g: I wouldn't want to impose my religious convictions on anyone.It may not be wise for parents to impose their own tastes on their children.10. make the best of: accept an unsatisfactory situation cheerfully and tryto manage as well as you cane.g: I know it's cold and raining but we're here now, so let's just make the best of it.The living conditions in the village were very poor, but we had to make the best of it.Post-reading tasks1. 1) Ss form groups to discuss the following questions:---- Among so many participants of the Underground Railroad, why were John parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent?---- We learn about Henson in Part I, then why is his story delayed until the last part?---- Why does the author sometimes quote directly from characters in the stories?(The answers to these questions are discussed below in Text Analysis.)2) Some Ss group report discussion results to class. (see Text Analysis) (20 minutes)2. T guides Ss through some after-text exercises. (20 minutes)3. T checks on Ss’ home reading (Text B). (3 minutes)4.4. Ss do Part IV: Theme-related Language Learning Tasks bydrawing on their out-of class research project. (1 period)5.5. T asks Ss to prepare the next unit (2 minutes):1)1) do the pre-reading task;2)2) preview Text A.Text AnalysisWhen we learn a foreign language, we must also learn the culture of the speakers of thatlanguage. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like ―Methodist Minister‖, ―Bible‖, ―Quaker‖. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians.The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous ―conductor‖; Levi Coffin is a brave white ―conductor‖; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad.We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text.Direct speeches are more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying ―The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.‖On other occasions, direct speech make a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: ―Oh, no! Don’t you know? I’m free!‖ His joy affects us all.Unit 3 SecuritySuggested Teaching Plan (5 periods)ObjectivesStudents will be able to:1.1. grasp the main idea (America is deteriorating into ―the mostinsecure nation‖) and the structure of the text (opening –body –conclusion);2.2. learn to use comparison and contrast in writing more effectivelyand to use keywords for more efficient reading;3.3. master the key language points and grammatical structures inthe text;4.4. conduct a series of reading, listening, speaking and writingactivities related to the theme of the unit.Pre-reading tasks1.1. T asks Ss the following questions on the recording:---- Who is Mr. Saturday Night Special? (the gun)---- What is the message of the song? (It’s dangerous to have guns.) (5 minutes)2.2. The security measures we take:1)1) Ss form groups to discuss either of the following twoquestions:---- In our families, what measures do we take to prevent burglaries?For example, is there an anti-burglary door at your apartment?---- In our contact with the outside world, what precautions do we take to steer clear of danger? For example, do we speak to strangers?2)2) Some Ss report discussion results to class. (20 minutes)3.3. T may lead in to the text by saying: Once upon a time in China,no one picked up and pocketed anything lost on the road, while no family had the need to bolt the doors at night（路不拾遗，夜不闭户）.However, this is no longer true nowadays. The same change has taken place in the US. Let’s see how insecure a nation the US has become.(2 minutes)While-reading tasks1. 1. Understanding text title1)1) T invites several Ss to interpret the title The Land of theLock in their own words in English.2)2) Ss scan the text to underline sentences containing the word―lock‖ or the word root ―lock‖.3)3) Ss read out those sentences to T, who copies them down onthe blackboard in order:---- … the door was closed but not locked (Para. 1)---- … doors do not stay unlocked (Para. 2)---- It has been replaced by dead-bolt locks, security chains, electronic alarm systems…(Para.4)---- The lock is a new symbol of America. (Para. 6)---- …a picture of a child’s bicycle with the now-usual padlock attached to it… (Para. 6)---- …the transformation of America from the Land of the Free to the Land of the Lock(Para. 7)---- …we devise ways to lock the fear out (Para. 16)---- We may have locked the evils out, but in so doing we have locked ourselves in. (Para. 18)4)4) T asks Ss to go over these sentences again, paying specialattention to tense changes.5)5) Based on these sentences, Ss summarize the main idea ofthis text. (see Text Analysis) (20 minutes)2. 2. T guides Ss through the directions for Text organizationExercise 2, so that they understand the three-part structure of the text.(3 minutes)3. 3. T explains key language points in Part I and gives Ss practice(see Language Study). (10 minutes)4. 4. Ss sums up the main idea of Part I. (2 minutes)5. 5. T explains key language points in Part II and gives Ss practice(see Language Study) (30 minutes)6. 6. Ss do Text Organization Exercise 1. (10 minutes)7.7. T explains key language points in Part III and gives Ss practice(see Language Study). (15 minutes)8.8. Ss sum up the main idea of Part III. (3 minutes)Language Study1. on the latch: (of a door) closed but not lockede.g: Let yourself in; the door is on the latch.Don't forget to leave the front door on the latch if you go to bed before I come back.2. vulnerable: exposed to danger or attack; unprotectede.g: Intruders are developing techniques to harness the power ofhundreds of thousands of vulnerable systems on the Internet.Compared with Saudi Arabian soccer team, the Chinese team is more vulnerable.Museums in the developing world often have fewer securitymeasures and thus remain more vulnerable to thefts.3. tranquil: calm, quite and undisturbede.g: The hospice aims to bring peace and comfort to the dying byoffering expert care and a tranquil atmosphere.Visitors like to stay in this hotel because it is beautiful andlocated in a tranquil lake area.4. build in/into: make (sth.) as part of the structuree.g: The cupboards in the kitchen are all built in.We are having shelves built into the wall over the bed.5. premise: 1) (pl) all the buildings and land that an institution occupies on one sitee.g: There is a kitchen on the premises.The shop sells food but doesn't allow it to be eaten on the premises.The company is looking for new premises.2) sth. that you accept as true and use as a basis for another idea or wayof thinking (usu. followed by that clause)e.g: The corporation operates on the premises that family life directly affects business results.The program started from the premise that men and women areon equal terms in this society.6. put up: build or erecte.g: He put up a new fence around his house.Most of the old buildings were pulled down so that blocks ofapartments could be put up.7. barricade: a barrier of large objects, intended to stop an enemy; block with a barricadee.g: The rioters barricaded streets with piles of blazing tyres.Protesters have been putting up barricades across a number of major streets.8. hold/keep (sb.) at bay: prevent (an enemy, pursuers, etc.) from coming neare.g: Eating oranges keeps colds at bay.She left the light on at night to keep her fears at bay.9. be bathed in: cover or envelop as if with liquide.g: The fields and woods were bathed in a golden light at sunrise. He was interviewed in a room bathed in soft red light.She bathed her feet in warm water to relieve the pain.10. look back on: think about (sth.) in one's paste.g: When you look back on your life, what moments would you cherish the most?In his speech the president looks back on the economicrecovery and make clear his desire to reduce the federal budget. Post-reading tasks1.1. Cause and effect1)1) T guides Ss through Writing Strategy.2)2) T invites several Ss to sum up the cause--effect structure ofText A (Fear and distrust lead to various security devices, which in turn makes the Americans prisoners of their own making.)3)3) Ss reconsider Text Organization Exercise 1, then answer thequestion: How are these details arranged? (categorical arrangement) (10 minutes)2.2. Comparison and contrast1)1) Ss re-read Paragraphs 1, 4, 10, 11, 12, and 13, then tell whatthese three pairs of paragraphs have in common. (Each pair contrast the past situation with the present one.)2)2) Ss discuss what transitional devices are used to connectthose pairs together.3)3) Some Ss report to class. (see Text Analysis) (15 minutes)3.3. T guides Ss through some after-text exercises. (30 minutes)4.4. T checks on Ss’ home reading (Text B). (3 minutes)5.5. Ss do Part IV: Theme-Related Language Learning Tasks. (1period)6.6. T asks Ss to prepare for the next unit (2 minutes):1)1) do the pre-reading task;2)2) preview Text A.Text AnalysisWhen we read, we are not only learning new vocabulary or structures, but alsolooking for key information. Identifying keywords is even more important if our reading time is not that plentiful. ―Lock‖ is the keyword in this text, by locating ―lock’s‖ throughout the text, we get a pretty good idea of what this essay is about.There are several examples of comparison and contrast in this article:Para. 1 vs. Para. 4, Para. 10 vs. Para. 11, Para. 12 vs. Para. 13. The first pair acts as the opening of the whole piece of writing. The latter two are just two supporting details for the central argument.It’s interesting to see how the author threads his narration back and forth between the past and the present. Never for once does he write ―in the past‖ or ―at present‖ explicitly. He has still cleverer de vices at hand, like a subtle tense change (e.g. simple past in Para. 1 vs.present perfect in Para.4), a phrase that indicated an old habit in contrast with a phrase indicating the current state (i..e. ―used to‖ vs.―no longer‖ in Para. 11), or a summary s entence (―It wasn’t always like that‖ in Para. 12).Unit 4 ExtraterrestrialsSuggested Teaching PlanObjectivesStudents will be able to:1.1. understand the main idea (to be found in Part I) and structure ofthe text (narration in time sequence);2.2. appreciate the difference between formal speech and informalspeech;3.3. grasp the key language points and grammatical structures in thetext;4.4. conduct a series of reading, listening, speaking, and writingactivities related to the theme of the unit.Pre-reading tasks1.1. T asks Ss the following questions on the recorded passage:---- How did the Earthlings fight against the invasion of the An-vils?Were they successful? (They fought with bullets, ordinary bombs, super-atom bombs, gases, and bacteria, but they failed.)---- What tricks did Knowall use to drive away the invaders? Was he successful? (At first he filled the An-vils with human emotions so that they would fight each other. He didn’t succeed. Then he made them feel homesick. This time his trick worked.) (5 minutes)2.2. Group writing: My Encounter with an E.T.1)1) Ss form groups to imagine where, when, how they meet theE.T, and what happened during the encounter. A group secretarytakes notes.2)2) Based on the notes, a group writer writes a story of about100 words, and a group illustrator draws a few pictures to illustrate the story.3)3) Other group members make revisions.4)4) Each group sends a speaker to another group, telling thelatter their story with the help of the illustrations. (25 minutes)3.3. T leads in to Text A by saying: In this text, we will see howsome E.T’s tried to establish relationship with people on Earth, but found their friendly initiative rejected due to misunderstandings (2 minutes).While-reading tasks1.1. Text Organization (10 minutes)1)1) T guides Ss through the directions for Text OrganizationExercise 1.2)2) Ss scan the first four paragraphs to see how the text can bedivided into two parts.3)3) Ss find out the main idea for this text in the first fourparagraphs (Paragraph 2).2.2. T explains language points and gives Ss practice (seeLanguage Study); T also introducesculture-specific items (see Cultural Notes) (60 minutes).3.3. Ss do Text Organization Exercise 2 to learn how the main bodyof the text is narratedaccording to time sequence (15 minutes).4. Ss discuss what caused the sheriff’s misunderstanding (see Text Analysis) (8 minutes).Language Study1. on account of : (fml) because ofe.g: The house isn't really suitable for an old person on account of all。

Unit 2Civil Right HeroesⅠ. Teaching Plan&Students will be able to:1.understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad);2.learn to use library resources and other resources for information;3.grasp the key language points and grammatical structures in the text;4.[5.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Principles: stimulating, motivating, facilitating, enablingTask–based:reading, writing, discussing, practicing, commenting, criticizing, evaluating, recreating, investigating, searching for resources, case studying, presentingand demonstrating, deducting, inducting, etc.<1. T asks Ss the following questions on the recording: (5 minutes)—What are the special contributions of Abraham, John and Martin to the Americans (They all advocated black civil rights.)—How did they die (They were all assassinated.)2. Knowledge of American geography (10 minutes)1)、2)T brings a map of the USA to class, hangs it in the front of the classroom.3)T explains that the USA was divided after the Abolition Act (废除黑奴制法案): the NorthernStates supported it, while the Southern States disapproved of it.4)T circles out the Southern States (Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi,North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, Mississippi, South Carolina and eastern Texas) on the map.5)Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River, Kentucky,North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo ., Niagara River) and locate them on the map. T may invit e Ss to come up to the map and trace the Hensons’ escape route ., the last section of the text) on it.3. Knowledge of Christianity (10 minutes)1)-2)T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom inUncle Tom’s Cabin. Therefore, in black writings there are frequent references to Christianity.3)T writes down the following vocabulary items on the blackboard: the Creator, anAfrican-American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation.3)Ss self-study their meanings by reading the New Words and Expressions and Proper Namessections following the text.4) T checks Ss’ understanding and, if necessary, gives further guidance (see Text Analysis).4.Out-of-class research projects: T guides Ss through Writing Strategy, then tells them to form groupsto research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes)5.】6.Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes)1.Ss scan the text to see if there is any natural division between parts of the text. (There is a blank linebetween each part.) (2 minutes)2.T explains the key language points in Part I and gives Ss practice (see Language Study). (10minutes)1.1) Ss form groups to discuss the following questions:—Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives Who do they each represent—We learn about Henson in Part I, then why is his story delayed until the last part—Why does the author sometimes quote directly from characters in the stories？—(The answers to these questions are discussed below in Text Analysis.)'2) Some Ss group report discussion results to class (see Text Analysis). (20 minutes)2.T guides Ss through some after-text exercises. (20 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks by drawing on their out-of-class researchproject. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)—2)do the pre-reading task;3)preview Text A.Ⅱ.Text AnalysisWhen we learn a foreign language, we must also learn the culture of the speakers of that langu-age. T ext A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians.'The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad.We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text.Direct speech is more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.”On other occasions, direct speech makes a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: “Oh, no! Don’t you know I’m free!” His joy affects us all.!Ⅲ. Cultural Notes1. Freedom and rights: Freedom of the individual is considered one of the essential features of westerncivilization, which is itself sometimes called the Free World. This freedom is often expressed in terms of rights to do certain things or to be treated in a particular way. When a person does something that others think strange, British and American people will often say, “It’s a free country,” meaning that although they disagree with the choice they recognize the other person’s right to make it.A mericans sometimes call the US the “land of the free”, a phrase taken from its national anthem.British people have always strongly defended their freedom. Fear that they will lose the freedom to decide their own future is behind many people’s lack of enth usiasm for European unity.In Britain and the US the most basic rights include freedom of expression ( = freedom to say or write anything), freedom of choice (=freedom to make decisions about your own life) and freedom of worship (=freedom to practice any religion).2. the civil rights movement: (in the US) the national campaign by African-Americans for equal rights,especially in the 1950s and 1960s. The campaign included boycotts ( = refusals to buy particular products), the actions of freedom riders, and in 1963 a march to Washington led by Martin Luther King.It succeeded in causing the introduction of bussing and affirmative action. The Civil Rights Act of 1964 and the Voting Rights Act of 1965 were also introduced as a result of the civil rights movement, which has helped to change the attitudes of many white Americans.]3. the Civil Rights Act of 1964: the US law that forced the southern states to allow African-Americans toenter restaurants, hotels, etc. which had been reserved for white people only and to end the practice of having separate areas for black and white people in theatres, train stations, buses, etc. The act was mostly the result of the civil rights movement and was strongly supported by President Lyndon Johnson. It was followed the next year by the Voting Rights Act.4. Uncle Tom’s Cabin: a novel (1852) by the US writer Harriet Beecher Stowe which increased support forthe movement to free slaves. It is about a kind slave called T om who is badly treated and finally killed by Simon Legr ee. T om’s daughter Little Eva also dies, and another well-known character in the novel is the slave child Topsy. The name Uncle Tom is sometimes used as an insult to describe an African-American who has too much respect for white people.5. the Underground Railroad: a secret system used in the US before the Civil War for helping thousandsof slaves to escape to the free northern states or Canada. The slaves were called “passengers”, the people who helped them were “conductors”, and the slaves hid in “stations” (safe houses) along the way. 6. Slavery: Slavery played a particularly important role in the history of the US.The first slaves were taken to North America from Africa by the Dutch in 1619. By the time of the American Revolution (1775) there were 500 000 slaves, mostly in the South. After the Revolution the northern states made slavery illegal but the South needed cheap labor for the cotton plantations.Gradually the South’s economy became dependent on slaves and by 1860, the year before the Civil War, there were about 4 million slaves.~Conflict between the North and the South increased, and it became clear that supporters and opponents of slavery could not continue to be part of the same country. In 1861 the slave states left the US and formed their own government. This was the beginning of the Civil War.After the North won the Civil War and brought the southern states back into the US, slavery was ended.But little changed for former slaves. Some moved to the North but there were not enough jobs there and many suffered prejudice from Whites. Those that stayed in the South often worked on the plantations where they had been slaves. They were paid for their work, but had to buy food and clothes. Many had to stay there trying to pay off debts which became larger each year.7. Bill Clinton (1946- ): the 42nd US President, elected in 1992 and 1996. He is a Democrat and waspreviously the governor of Arkansas. The US economy improved under Clinton, and the North American Free Trade Agreement has been signed. His successes in helping to achieve world peaceinclude the Camp David Agreement for the Near East and the Dayton Agreement to end the war in Bosnia and Herzegovina. His wife Hillary (1947- ) tried without success to improve the US health system. In 1998 President Clinton admitted that he had had a sexual relationship with Monica Lewinsky, a junior member of the White House staff, after denying it earlier. He was impeached for lying under oath and obstructing justice, but the Senate judged him not guilty.8.Quaker: any member of the Society of Friends, a religious group established in England in the 1650s byGeorge Fox. They were originally called Quakers because members were thought to “quake” or shake with religious excitement. Quakers worship Christ without any formal ceremony or fixed beliefs, and their meetings often involve silent thought or prayer. They are strongly opposed to violence and war, and are active in education and charity work.9.Grand Central Terminal: the best-known railway station in the US. It is on East 42nd Street in New York andwas completed in 1913 in the American Beaux Arts style. The main area is very large, and the trains enter and leave the station on 123 tracks, arranged on two levels. The station is often very crowded: You ca n’t move in there—it’s like Grand Central Station!10.~11.Methodist: a member of the Methodist Church, the largest of the Protestant Free Churches in Britain andthe US. It was established in 1739 by John Wesley as part of the Church of England but it became separate from it in 1795. It was introduced into the US in the 18th century and today has over 50 million members around the world. It emphasized the importance of moral issues, both personal and social.12.t he Deep South: the most southern states of the south-east US: Alabama, Florida, Georgia, Louisiana,Mississippi, South Carolina and eastern Texas. They are among the states that once had slaves and left the Union during the Civil War. They still have racial problems and the people there are mostly conservative in their politics and religion.Ⅳ. Language Study1. slender: (of people) slim; not very wide but comparatively long or high（Examples: Although her face was quite plain, she had long, slender expressive hands, like a concert pianist. King crabs have long, slender legs, with a span over 1 meter (3 feet).2. settlement: a place where people have come to settleExamples: Manhattan was the site of the original Dutch settlement of New Amsterdam.These tools were found in an early Iron Age settlement.3. confident:feeling or showing trust in oneself or one’s ability (usu. followed by about/of/that clause)>Examples: Michael was confident that he would be enrolled by Harvard University.The more familiar you are with this machine, the more confident you will be about using it.The soccer team is quite confident of being able to win this important game.4. give up: abandon an attempt to do sth.Examples: He’s given up smoking since his illness.The rescue team had given up all hope of finding the two divers alive. She was workingpart-time but she suddenly gave up.5. ironically: it seems ironic (that)【Examples: Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems.Ironically it is often the poorer people who give the most.6. racial: relating to a person’s race, or to different races of peopleExamples: Slavery is closely associated with racial prejudice, the belief that one race is superior to another.Mandela was elected President in South Africa’s first multi-racial elections, held in 1994.{7. stand up (for sb./sth.): speak, work, etc. in favour of sb./sth.; support sb./sth.Examples: You have to be prepared to stand up for the things you believe in.Don’t be afraid to stand up for yourself.8. historic: famous or important in historyExamples: In his book, Churchill recalls that historic first meeting with Roosevelt.More money is needed for the preservation of historic buildings and monuments.Cf: historicalExamples: Historical people, situations, or things existed in the past and are considered to be a part of history.Many historical documents were destroyed when the library was bombed.9. site: place where a building, town, etc. was, is, or will be situatedExamples: The local governmen t hasn’t yet chosen the site for the new skyscraper..There are many archaeological sites in southern England. This monument marks the site ofthe battle.10. mission: particular task or duty undertaken by an individual or a groupExamples: Some delegates were immediately sent to Israel. Their mission was to negotiate a ceasefire.The five young people have been on a mission to help the Cambodians.11. forge: (fig) create by means of much hard work{Examples: The two countries agreed to forge closer economic ties.She forged a new career for herself as a singer.12. underground: in or into secrecy or hidingExamples: His mother took him to Hong Kong where she worked in the underground communist movement.For about thirty years the African National Congress (ANC) operated as an undergroundorganization.>13. web:network of fine threads spun by a spider or some other spinning creature; complex series ornetworkExamples: The little boy was frightened by the spider’s web in the window.Many commercial and public organizations now have their own Web site and publish a“home page”, giving information about the organization.Every day thousands of web surfers flock to this popular site, posting messages.14. liberate: set free!Examples: The new Afghan government is trying to liberate its people from poverty with international help.The troops’ aim is to liberate the country by the end of the year.15. authorize: give approval or permission for (sth.); give authority toExamples: The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power.The President requested that Congress authorize the presence of US troops in theeastern region.;He was obliged by the arguments of the Minister of Labour to authorize a 23 per centgeneral wage increase.16. exploit: brave or adventurous deed or actionExamples: The general’s wartime exploits were later made into a film and a television series.My grandfather entertained us with stories of wartime exploits.17. be intent on doing sth.: be eager and determined to do sth..Examples: Working day and night, Janet seems intent on breaking the record in the Guinness Book of Records.18. peer: look closely or carefully, esp. as if unable to see well (followed by at/through/into, etc.) Examples: Stephen had been peering at a computer printout that made no sense at all.Hawking was a typical grind, underweight and awkward and peering through eyeglasses.19. decade: period of ten yearsExamples: Many countries were involved in Antarctic exploration during the first decades of the 20th century.{Education budgets have been increased over the last decade in China.20. on the side: as an additional job or source of income; secretlyExamples: Some teachers have to find ways of making some money on the side.In order to earn enough money to send his children to school, he makes a little moneyon the side by cleaning windows in his spare time.21. capture: capturing or being captured|Examples: Rebel forces captured the city after a week-long battle.Some of the terrorists who were involved in the event were captured by the FBI.22. close in (on / around): come near to, esp. in order to attack from several directions; surround Examples: At one time Peter took part in the capture of three thieves.The International Whaling Commission permits the capture of only 400 whales annuallyfor scientific purposes.vt. Examples: Hitler committed suicide as Soviet forces were closing in on Berlin.]Right after the suicide explosion, Israeli troops began to close in on the Palestinian city. 23. painful: causing pain; hurtingExamples: Symptoms of pneumonia include painful cough, fever, difficulty in breathing, rapid breathing and chest pain.The old photograph brought back painful memories of his childhood.24. religious: of religion》Examples: Daoism (Taoism) is one of the three main Chinese religious and philosophical traditions, the others being Confucianism and Buddhism.The local government wants to increase the amount of religious education in schools.25. conviction: firm opinion or beliefExamples: The old woman had a firm conviction that there would be a better life after death.It is her personal conviction that all corruption should be exposed and dealt withaccording to relevant laws.26. terminal: (building at the) end of a railway line, bus route, etc.; a piece of equipment, usu. consistingof a keyboard and a screen, that connects the user with a computer systemExamples: Most large airports have shops, restaurants, and banks in the terminal building, plus special lounges for departing passengers. All staff have terminals attached to the company’s main computer.27. impose: 1) place a (penalty, tax, etc.) officially on sb./ sth.Examples: The government has made a decision to impose a further tax on wines and spirits.The local government tried to impose fines on the factories which poured untreated wasteinto the river.2) try to make sb. accept (an opinion or a belief)Examples: I wouldn’t want to impose my religious convictions on anyone.It may not be wise for parents to impose their own tastes on their children.28.as for: with regard toExamples: As for your request for a free sample, we will send it to you in about ten days.Some people have complained, but as for me I’m perfectly satisfied with the work ingconditions here.29. transport: take sth. / sb. from one place to another in a vehicleExamples: Reducing the costs of transporting natural resources to production sites is one of the key factors in economic competition.Pipelines are used mainly to transport liquids or gases over long distances.30. disguise: give sb./sth. a false appearance (used in the pattern disguise sb/sth. as)Examples: She disguised herself as a man so she could fight on the battlefield.Jack escaped across the border disguised as a Catholic priest.31. abolish: end the existence of (a law, custom, system, etc.)Examples: Slavery was not finally abolished in the British Empire until 1833.Their mission is to abolish the global fur industry permanently by utilizing appropriate legaland non-violent methods.32. make the best of: accept an unsatisfactory situation cheerfully and try to manage as well as you canExamples: I know it’s cold and raining but we’re here now, so let’s just make the best of it.The living conditions in the village were very poor, but we had to make the best of it.33. compel: make (sb.) do sth.; forceExamples: In the past children were frequently compelled to work from an early age.A large debt burden compelled many developing countries to undertake stabilization andadjustment policies.34. at risk: threatened by the possibility of loss, failure, etc.; in dangerExamples: It is reported that some areas in the west are at high risk of desertification.The buildings in the slum tend to be overcrowded, inadequately served by water and at riskfrom fire.35. starve: (cause a person or an animal to) suffer severely or die from hungerExamples: Some people starved to death during the long drought.Children in the developed countries are living a happy life, while many African childrenare starving.36. in the eyes of: in the opinion ofExamples: In the eyes of his students, Richard is a sensible and reliable teacher.In the eyes of my parent, I am still a young person although I am already in my thirties.37. pass for: appear like; be accepted or looked upon as (same as pass as)Examples: He speaks American English well enough to pass for an American.My younger sister really wants to go and see the film, but I don’t think she’d pass for 18.。

一、教学目标1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）理解文章大意，提高阅读理解能力；（3）学会用英语进行描述和分析；（4）了解西方文化背景知识。

2. 能力目标：（1）提高学生的听、说、读、写能力；（2）培养学生运用英语进行思考和表达的能力；（3）增强学生的跨文化交际能力。

3. 情感目标：（1）激发学生学习英语的兴趣；（2）培养学生的自信心和团队合作精神；（3）增强学生的社会责任感和爱国情怀。

二、教学重点与难点1. 教学重点：（1）生词、短语和句型的掌握；（2）文章主旨和大意；（3）描述和分析能力。

2. 教学难点：（1）对西方文化背景知识的理解；（2）英语思维和表达能力的培养。

三、教学过程（一）导入（5分钟）1. 播放与本单元主题相关的图片或视频，激发学生的兴趣；2. 提问：What do you see? What do you think about it?（二）新课导入（10分钟）1. 教师讲解本单元的生词、短语和句型，让学生跟读并模仿；2. 学生分组讨论，用所学词汇和句型进行对话练习。

（三）阅读理解（20分钟）1. 学生阅读课文，了解文章大意；2. 教师提问，检查学生的阅读理解情况；3. 学生分享自己的阅读心得，教师点评。

（四）语法讲解（10分钟）1. 教师讲解本单元的语法点，如时态、语态等；2. 学生练习相关语法题目，教师批改并讲解。

（五）写作训练（15分钟）1. 教师讲解写作技巧，如如何描述事物、如何组织文章结构等；2. 学生根据所学内容，写一篇短文；3. 学生互评，教师点评。

（六）总结与作业布置（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点；2. 布置作业：复习本单元的生词、短语和句型，预习下一节课的内容。

四、教学反思1. 教师应根据学生的实际情况，调整教学内容和教学方法；2. 注重培养学生的英语思维和表达能力，提高学生的综合素质；3. 加强与学生之间的互动，营造良好的课堂氛围。

教学目标：1. 熟悉课文主题，了解课文背景。

2. 掌握本单元重点词汇和短语。

3. 提高学生的阅读理解能力和口语表达能力。

4. 培养学生的团队合作精神。

教学对象：大学英语第三册学生教学课时：2课时教学内容：1. 课文阅读2. 词汇学习3. 语法讲解4. 口语练习教学过程：第一课时一、导入1. 通过PPT展示本单元主题图片，引导学生思考与主题相关的问题。

2. 提问：What do you think about the topic of this unit? (What are the main ideas of the text? What are the difficulties you may encounter when reading the text?)二、课文阅读1. 学生自读课文，了解文章大意。

2. 教师带领学生逐段讲解课文，解释重点词汇和短语。

3. 阅读理解练习：针对课文内容，设计问题，引导学生回答。

三、词汇学习1. 教师带领学生复习上一单元的词汇，并进行新词汇的学习。

2. 词汇练习：设计填空、选择、匹配等练习，帮助学生巩固所学词汇。

四、语法讲解1. 讲解本单元的语法点：现在进行时。

2. 举例说明现在进行时的用法，并让学生进行相关练习。

第二课时一、复习1. 复习上一节课的内容，检查学生对词汇和语法的掌握情况。

2. 学生进行口语练习，用所学词汇和语法点进行对话。

二、口语练习1. 学生分组，进行角色扮演，模拟课文中的场景。

2. 教师巡视指导，纠正学生的发音和语法错误。

三、总结1. 教师总结本单元的重点内容，强调学生的掌握情况。

2. 布置课后作业，包括课文阅读、词汇练习、语法练习和口语练习。

教学反思：本节课通过课文阅读、词汇学习、语法讲解和口语练习等多种方式，帮助学生掌握本单元的重点内容。

在教学过程中，要注意以下几点：1. 注重学生的参与度，鼓励学生积极发言，提高学生的口语表达能力。

2. 在讲解课文和语法时，尽量结合实际例子，让学生更容易理解。

课程名称：全新版大学英语第三册授课教师：[教师姓名]授课班级：[班级名称]授课时间：[具体日期]教学目标：1. 提高学生的英语阅读理解能力，帮助学生掌握文章的主旨和大意。

2. 培养学生的英语写作技巧，提高书面表达能力。

3. 增强学生的英语口语表达能力，提高课堂互动和交流能力。

4. 引导学生了解并掌握相关语法知识，提高英语综合运用能力。

教学重点：1. 文章主旨和大意的把握。

2. 语法知识：时态、语态、非谓语动词等。

3. 写作技巧：段落结构、论点论据的运用等。

4. 口语表达：课堂互动、小组讨论等。

教学难点：1. 复杂句型的理解和运用。

2. 写作中的逻辑性和连贯性。

3. 口语表达中的流利度和准确性。

教学过程：第一课时1. 导入新课- 利用图片、视频等方式激发学生学习兴趣。

- 复习上一课所学内容，导入本课主题。

2. 预读- 学生快速浏览课文，了解文章大意。

- 提出问题，引导学生思考。

3. 阅读理解- 学生细读课文，回答问题，加深对文章的理解。

- 教师点评学生的答案，纠正错误。

4. 语法讲解- 介绍本课涉及的语法知识，如时态、语态等。

- 通过例句和练习，帮助学生掌握语法知识。

5. 写作训练- 学生根据课文内容，完成写作练习。

- 教师点评学生的作文，指出优点和不足。

6. 课堂小结- 总结本课所学内容，强调重点和难点。

- 布置课后作业。

第二课时1. 复习上节课所学内容- 回顾课文内容，检查学生的预习情况。

2. 阅读理解- 学生继续阅读课文，完成阅读理解练习。

- 教师点评学生的答案，纠正错误。

3. 语法讲解- 介绍本课涉及的语法知识，如非谓语动词等。

- 通过例句和练习，帮助学生掌握语法知识。

4. 写作训练- 学生根据课文内容，完成写作练习。

- 教师点评学生的作文，指出优点和不足。

5. 口语表达- 学生进行口语练习，如角色扮演、小组讨论等。

- 教师点评学生的口语表达，纠正错误。

6. 课堂小结- 总结本课所学内容，强调重点和难点。

Teaching Plan New Horizon College English(Book 3)新视野大学英语第三册教案Unit 1：Section A Love without LimitationsSuggested Teaching Plan (4 Periods)ObjectivesStudents will be able to:1.1. Grasp the main idea2.2. Appreciate the various techniques employed by the writer (Thedominant structure of the passage is ―problem-response-evaluation‖.The passage present three problems and each of them has its own response and evaluation.);3.3. Master the key language points and grammatical structures inthe text;4.4. Conduct a series of reading, listening, speaking and writingactivities related to the theme of the unit.Pre-reading tasksNew Words Learning1. beneath:Prep. Under; in, at or to a lower position thanExample他看起来很冷静，但内心却很愤怒。

He seemed calm, but there was a lot of anger beneath the surface.2.disguise:n. sth. that is worn to hide who one really isvt. change someone’s appearance so that people cannot recognize them.Example胡须和眼镜是他伪装的一部分。

教学目标：1. 知识目标：掌握本单元的词汇和语法知识，提高阅读理解能力。

2. 能力目标：培养学生的听说能力，提高跨文化交际能力。

3. 情感目标：激发学生对教师的尊敬之情，培养学生热爱教育事业的精神。

教学重点：1. 词汇：favorite, respect, enthusiasm, contribute, challenge, patience, inspire2. 语法：现在完成时，过去进行时教学难点：1. 词汇的正确使用2. 过去进行时的理解与运用教学过程：一、导入（5分钟）1. 教师通过提问的方式，引导学生回顾上节课的内容，激发学生的学习兴趣。

2. 学生分享自己最喜欢的老师，并说明原因。

二、课文阅读（15分钟）1. 学生自主阅读课文，完成课后练习题。

2. 教师引导学生总结课文内容，强调重点词汇和语法。

三、词汇讲解（10分钟）1. 教师通过图片、例句等方式，讲解本单元的词汇。

2. 学生跟读并模仿例句，加深对词汇的理解。

四、语法讲解（10分钟）1. 教师讲解现在完成时和过去进行时的用法。

2. 学生通过练习题，巩固所学语法知识。

五、听说练习（15分钟）1. 学生两人一组，用本单元的词汇和语法，进行对话练习。

2. 教师巡视指导，纠正学生的发音和语法错误。

六、课堂小结（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。

2. 学生分享学习心得，提出疑问。

七、课后作业1. 复习本节课的词汇和语法。

2. 预习下节课的内容。

教学反思：本节课通过词汇、语法、听说等环节，帮助学生掌握新课标大学英语3 Unit 1 的知识。

在教学过程中，教师注重培养学生的跨文化交际能力，激发学生对教师的尊敬之情。

同时，教师关注学生的个体差异，给予学生充分的关注和指导。

在今后的教学中，教师将继续改进教学方法，提高教学效果。

教学目标：1. 学生能够理解文章主旨，掌握文章内容。

2. 学生能够欣赏作者运用的各种写作技巧，如比较与对比、主题句和细节句、过渡词等。

3. 学生能够掌握文章中的关键语言点和语法结构。

4. 学生能够进行与主题相关的阅读、听力、口语和写作活动。

教学时间：5课时教学步骤：第一课时：一、导入1. 提问：同学们，你们认为现代社会有哪些变化？2. 引导学生思考并讨论，引出文章主题。

二、阅读前1. 让学生快速浏览文章，了解文章大意。

2. 提问：文章主要讲述了什么？三、阅读中1. 第一部分（Part I）：引导学生阅读第一部分，理解作者对孤独耐受力和精力充沛对家庭享受乡村生活的影响。

2. 第二部分（Part II）：引导学生阅读第二部分，了解作者家庭的日常生活。

3. 第三部分（Part III）：引导学生阅读第三部分，了解作者家庭在乡村生活中遇到的挑战。

4. 第四部分（Part IV）：引导学生阅读第四部分，了解作者家庭如何克服困难，享受乡村生活。

四、阅读后1. 比较与对比：引导学生对比作者家庭与城市生活的差异，以及他们在乡村生活中的快乐与挑战。

2. 总结文章主旨，强调孤独耐受力和精力充沛对家庭享受乡村生活的重要性。

第二课时：一、听力1. 播放与文章主题相关的听力材料，让学生边听边做笔记。

2. 引导学生总结听力材料的主要内容，并与文章内容进行对比。

二、口语1. 让学生分组讨论以下问题：a. 你认为现代社会有哪些变化？b. 你喜欢城市生活还是乡村生活？为什么？c. 你认为孤独耐受力和精力充沛对生活有什么影响？2. 每组选派一名代表进行发言。

三、写作1. 让学生根据文章主题，写一篇短文，内容可以包括：a. 描述你所在的城市或乡村的生活环境。

b. 分享你在城市或乡村生活中的快乐与挑战。

c. 表达你对孤独耐受力和精力充沛的看法。

2. 学生完成后，互相批改并给出建议。

第三课时：一、阅读1. 让学生阅读文章，重点关注以下内容：a. 作者如何运用比较与对比、主题句和细节句、过渡词等写作技巧。

课时：2课时教学目标：1. 培养学生的阅读理解能力，使学生能够理解并掌握文章的主旨、段落大意和细节信息。

2. 提高学生的词汇和语法运用能力，使学生能够正确运用所学词汇和语法知识进行交流。

3. 培养学生的写作能力，使学生能够运用所学知识撰写一篇完整的短文。

教学内容：1. Unit 4 Section A：The surprising purpose of travel2. Unit 4 Section B：Traveling for a purpose教学重点：1. 理解文章主旨和段落大意。

2. 掌握并运用关键词汇和语法知识。

3. 学会撰写一篇完整的短文。

教学难点：1. 理解并分析文章中的复杂句子结构。

2. 运用恰当的词汇和语法知识进行写作。

教学过程：第一课时：一、导入1. 提问：同学们，你们喜欢旅行吗？为什么？2. 引导学生思考旅行目的，引出本文主题。

二、课文阅读1. 预习课文，了解文章大意。

2. 阅读课文，找出文章主旨、段落大意和细节信息。

3. 小组讨论：分析文章中的复杂句子结构，总结关键词汇和语法知识。

三、课堂活动1. 词汇游戏：通过游戏巩固课文中的关键词汇。

2. 句型练习：通过练习提高学生的语法运用能力。

四、课堂小结1. 总结本节课的学习内容。

2. 布置课后作业。

第二课时：一、复习导入1. 复习上一节课所学内容，提问学生关于文章主旨、段落大意和细节信息的问题。

2. 引导学生回顾关键词汇和语法知识。

二、课文阅读1. 阅读课文，找出文章主旨、段落大意和细节信息。

2. 小组讨论：分析文章中的复杂句子结构，总结关键词汇和语法知识。

三、课堂活动1. 词汇练习：通过练习巩固课文中的关键词汇。

2. 句型练习：通过练习提高学生的语法运用能力。

四、写作训练1. 根据课文内容，撰写一篇短文，要求主题明确、结构清晰、语言规范。

2. 小组互评，教师点评。

五、课堂小结1. 总结本节课的学习内容。

2. 布置课后作业。